E-Portfolios and Education

E-Portfolios and Education: A Brief Literature Review

Simon Forst ETEC 511 !B Final Assi"nment-Literature Review #r$ Franc Fen" %ovem&er 1'( )*1)

E-Portfolios and Education

Table of Contents 1 Chapter: 1 Background & Introduction...............................................3

1$1

E-Portfolios and Education$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$+

2 Chapter: 2 Literature Re ie!................................................................."

)$1

C,allen"es of -ncor.oratin" E-Portfolios into Traditional Education S/stems$$$$$$$5

Article Summaries$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$5 Criti0uin" t,e Researc,$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$' T,eori1in" t,e Researc,$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$' -m.lications for Traditional Education S/stems$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$1* Conclusion and Recommendations for Future Researc,$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$11

)$1$1 )$1$) )$1$+ )$1$! )$1$5

References....................................................................................................13 #ppendices...................................................................................................1"
A..endi2 A$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$15 A$1 Literature Review Article Summar/ Ta&les$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$15

E-Portfolios and Education

1
1.1

Chapter 1: Background & Introduction

$%&ortfolios and $ducation As tec,nolo"/ advances and &ecomes more accessi&le to educators and t,eir

students( traditional education .ro"rams are ada.tin" to incor.orate t,e use of software and we&-&ased tools suc, as e-.ortfolios t,at allow students to s,owcase t,eir ac,ievements and &uild t,eir s3ills in t,e electronic com.ilation of t,eir wor3 w,ile ac,ievin" over arc,in" curriculum "oals$ T,is &rief review of t,e literature will ,i",li",t seven 0ualitative and mi2ed met,ods studies t,at ,ave &een conducted in recent /ears e2aminin" t,e in,erent c,allen"es of incor.oratin" t,e tec,nolo"/ of e-.ortfolios into traditional education .ro"rams$ T,e seven articles c,osen for review include five articles t,at focus on t,e e2.eriences of t,e student w,ile usin" e-.ortfolio tec,nolo"/ in t,eir education .ro"rams( w,ile t,e ot,er two articles ,i",li",t t,e c,allen"es wit, e-.ortfolio im.lementation from t,e .ers.ective of t,e educator and at t,e institutional level$ T,e .ur.ose of t,is .a.er will &e to ,i",li",t c,allen"es for .ost-secondar/ students( facult/ and institutions in t,e use of e-.ortfolio a..lications( to t,eori1e ideas to overcome t,ose c,allen"es and ma3e recommendations for e-.ortfolio use and future researc,$ Efforts to locate .rimar/ researc, on t,e use of e-.ortfolio tec,nolo"/ use and im.lementation in educational .ro"rams ,ave &een lar"el/ successful$ 4owever( man/ of t,e studies sourced for t,is literature review focus on and e2amine ver/ s.ecific e.ortfolio .rotocols or .ro"rams and t,e s.ecific c,allen"es in,erent in t,eir im.lementation$ T,is ,i",li",ts t,e need to develo. a universal e-.ortfolio s/stem t,at

E-Portfolios and Education informs educators a&out t,e &enefits of usin" t,is tec,nolo"/ in t,eir .ro"rams and ,ow it can &e used to im.rove student outcomes w,ile influencin" .olic/ develo.ment for its use in educational institutions$ T,is &rief literature review will ,i",li",t t,e ar"ument t,at e-.ortfolio use ,as m/riad &enefits identified &/ &ot, students and educators to en,ance learnin" and im.rove teac,in" in our evolvin" and increasin"l/ tec,nolo"/centered academic environment$ T,e aim of t,is review su""ests t,at e-.ortfolio .ro"rams t,at are transfera&le &etween institutions can assist education .rofessionals in .rovidin" more well-rounded educational e2.eriences for t,eir students$ T,e wides.read use and acce.tance of e.ortfolio .ro"rams can develo. student s3ill sets for usin" current tec,nolo"/ w,ile &uildin" ,i", levels of overall student ac,ievement w,ile creatin" "raduates t,at will &e com.etitive in .ost-secondar/ learnin" environments and &e/ond into t,e wor3force$ T,e c,allen"es of incor.oratin" e-.ortfolio tec,nolo"/ use into traditional

education .ro"rams are well documented in t,e literature and Cam&rid"e 5)*1)6 su""ests t,at 3e/ features of successfull/ im.lemented e-.ortfolio .ro"rams include relia&ilit/ of t,e a..lication for student and facult/ use t,at leads to .romotion amon" educators at t,e institutional level$ E-.ortfolio a..lications do not use a common lan"ua"e and t,e/ are lar"el/ non-transfera&le for wides.read use 57o/es( 8ra/ 9 4artnell-:oun"( )*1*6$ 7afari 5)**!6 su""ests t,at wider acce.tance of e-.ortfolio use is de.endent on a..lications &ein" ;stic3/< suc, t,at t,eir ease of use a..eals to &ot, students and facult/ w,ic, leads toward ado.tin" a s.ecific .ro"ram for use 5..$ +'6$ E-.ortfolio a..lications t,at ;stic3< are eas/ to use and ,ave a ,i", de"ree of transfera&ilit/ from t,e classroom to t,e wor3.lace= students w,o &uild t,eir s3ills in e-.ortfolio com.ilation are a&le to ,i",li",t

E-Portfolios and Education t,eir ac,ievements for future em.lo/ers and collea"ues 57o/es( 8ra/ 9 4artnell-:oun"(

)*1*6$ A&rami 5)**56 su""ests t,at wides.read acce.tance of e-.ortfolio use can lead to a nation-wide data&ase s,owcasin" ac,ievements and s3ills t,at could lead to "reater educational an em.lo/ment o..ortunities$ Re0uirin" students and educators to &roaden t,eir ,ori1ons in learnin" ,ow to create e-.ortfolios can ultimatel/ assist in 3nowled"e translation and "reater dissemination of t,e im.ortant wor3 &ein" done in our academic institutions and e-.ortfolios can &e a "reat tool in s,owcasin" academic and creative talent$ Finall/( in addition to en,ancin" t,e tec,nolo"ical ca.acit/ of students and facult/( e-.ortfolio a..lications are also an environmentall/ conscious( resource conservin" wa/ to feature academic and .rofessional ac,ievements 5Arvidson( )*1)6$

2 Chapter 2: Literature Re ie!

2.1 Challenges of Incorporating $%&ortfolios into Traditional $ducation '(ste)s T,is literature review will consist of five main sections includin" article summaries( a discussion of similarities and differin" elements( a criti0ue of t,e seven articles reviewed( a discussion of t,e im.lications of t,e researc, on t,e landsca.e of traditional education s/stems and recommendations for future researc, o..ortunities$ T,e articles under review are seven academic .a.ers e2aminin" t,e to.ic of c,allen"es in t,e incor.oration and effective use of e-.ortfolios in en,ancin" efficienc/( or"ani1ation and tec,nolo"ical a&ilit/ for &ot, students and teac,ers$ Ta&les 1 t,rou", > .resented in A..endi2 A( .rovide a succinct summar/ of t,e .artici.ants( met,odolo"ies( timelines( locations and .ur.oses of t,e researc, articles selected for review$ 2.1.1 #rticle 'u))aries T,e first two articles for review .resent t,e findin"s of 0ualitative and mi2ed

E-Portfolios and Education met,ods researc, t,at e2amines t,e c,allen"es in,erent in im.lementin" an e-.ortfolio

.ro"ram in .ost-secondar/ educational institutions$ T,e first was conducted in Britain &/ 7o/es( 8ra/ and 4artnell-:oun" 5)*1*6( and .resents anal/sis and discussion on t,e c,allen"es of usin" different t/.es of e-.ortfolio a..lications at different institutions$ T,e aut,ors su""est t,at it is lo"isticall/ im.ossi&le for institutions to colla&orate and s,are e.ortfolios and t,eir contents if t,e/ use different a..lications( w,ic, si"nificantl/ detracts from t,eir usefulness in 3nowled"e translation and information s,arin" ca.a&ilities$ T,e second article &/ C,at,am-Car.enter( Seawel and Rasc,i" 5)*1*6 is similar in desi"n to t,e Britis, stud/ &ut was conducted in t,e ?nited States to e2amine t,e effectiveness of e-.ortfolio use in American .ost-secondar/ institutions$ T,is American stud/ found t,at t,e institutions surve/ed stated t,at t,e/ use e-.ortfolios to .romote and create ;interconnections< wit,in t,eir sc,olarl/ communities w,ile s,arin" wit, ot,er sc,ools 5..$ !5*6$ T,e aut,ors ar"ue t,at successful use of e-.ortfolio a..lications is onl/ .ossi&le w,en t,e users across institutions are a&le to ,ave s,ared dialo"ue and transfera&ilit/ amon" t,e com.onents of t,e e-.ortfolios$ T,e final five articles are 0ualitative researc, studies conducted in C,ina( Britain and t,e ?nited States usin" varied t,eoretical a..roac,es includin" .artici.ant interviews( 0uestionnaire surve/ data and focus "rou. discussions$ T,e data was anal/1ed and coded for t,emes usin" %@-@A software and various 0ualitative researc, met,odolo"ies includin" "rounded t,eor/$ C,au and C,en" 5)*1*6 anal/1ed interview data from C,inese students w,o were re0uired to use e-.ortfolios in t,eir .ost-secondar/ studies and re.ort t,at t,e students enBo/ed t,e creativit/ afforded t,em for .resentin" and s,arin" t,eir wor3 &ut t,at t,e/

E-Portfolios and Education faced c,allen"es in learnin" t,e tec,nolo"ical s3ills re0uired to use t,e a..lication$ Cillis( 8ravestoc3 and 7en3ins 5)** 6 found t,at t,e students in t,eir stud/ re.orted ,i",er de"rees of w,at C,at,am-Car.enter( Seawel and Rasc,i" 5)*1*6 identified as ;interconnections< wit, t,eir .eers w,en t,e/ en"a"ed in usin" e-.ortfolio creation as .art of t,eir stud/ re0uirements 5..$ !5*6$ Similar to t,e C,inese students in

C,au and C,en"Ds 5)*1*6 stud/( t,e Britis, students re.orted a stee. learnin" curve wit, usin" t,e new tec,nolo"/ and t,e aut,ors recommend t,at institutional su..ort &e in .lace to "uide students and facult/ w,en develo.in" and communicatin" wit, e.ortfolios$ T,e final t,ree studies included in t,is review are American and e2amine student .erce.tions of e-.ortfolio use as .art of t,eir universit/ .ro"ram of studies$ S,e.,erd and Bolli"er 5)*116 ec,o Cillis( 8ravestoc3 and 7en3insDs 5)** 6 su""estions t,at facult/ su..ort is essential to student success wit, usin" e-.ortfolio a..lications$ T,e students in t,is stud/ re.orted t,at t,e/ en"a"ed in e-.ortfolio use wit, relativel/ few academic c,allen"es and noted t,at t,e/ &enefitted from t,e .eer and student-.rofessor colla&orative o..ortunities t,at develo.ed as a result of s,arin" t,eir wor3$ T,e students surve/ed in Cam&rid"eDs )**' stud/ identified t,e conce.t of t,e e.ortfolio as a ;livin" document< t,at can &e u.dated and c,an"ed to 3ee. t,e contents current w,ic, allows its users not onl/( continuous access to( &ut also( t,e a&ilit/ to readil/ s,are t,eir most recent wor3 5..$ 1)+>6$ T,is stud/ also su""ests t,at e-.ortfolios can &e an outlet for lifelon" learnin" as users can continue to u.date t,em and en"a"e wit, new and c,an"in" tec,nolo"ies as t,e/ do so$ T,e sevent, and final stud/ for review is &/ S,e.,erd and Bolli"er 5)*1*6 and

E-Portfolios and Education &uilds on t,e t,emes identified in Cam&rid"eDs )**' stud/ su""estin" t,at usin" e.ortfolios ,el. en,ance students ca.acit/ to en"a"e wit, and use new tec,nolo"ies$ T,is stud/ also su..orts C,at,am-Car.enter( Seawel and Rasc,i"Ds 5)*1*6 t,eor/ t,at e.ortfolio use .romotes connections amon" students and &etween students and t,eir instructors$ Finall/( t,e students in t,is stud/ reflected t,at t,e/ were .leased wit, t,e &enefits of t,eir e-.ortfolio use would ,ave in assistin" t,em to ,i",li",t t,eir stren"t,s and ac,ievements wit, .ros.ective em.lo/ers$ 2.1.2 Criti*uing the Research -n t,eir "uide to criti0uin" 0ualitative researc,( R/an( Cou",lan and Cronin 5)**>6 discuss t,e im.ortance of researc,ers esta&lis,in" a t,eoretical foundation for

t,eir stud/( w,ic, is well .resented &/ Cam&rid"e 5)**'6 and C,au and C,en" 5)*1*6 in t,eir discussions of "rounded t,eor/ and &/ S,e.,erd and Bolli"erDs 5)*116 discussion of co"nitive load t,eor/$ Af t,e seven articles( onl/ Bolli"er and S,e.,erd 5)*1*6 discuss an in-de.t, and multidimensional t,eoretical framewor3 t,at t,e/ used to "uide t,eir researc,$ Et,ical considerations for conductin" researc, were not discussed in na/ of t,e seven reviewed articles$ Af t,e seven studies( onl/ S,e.,erd and Bolli"er 5)*116 and C,at,am-Car.enter( Seawel and Rasc,i" 5)*1*6 state an/ limitations of t,eir researc, su""estin" t,at t,eir findin"s ma/ &e limited in t,eir sco.e as t,e/ ,ave small sam.le si1es$ 2.1.3 Theori+ing the Research

Since student en"a"ement is a c,allen"e identified in t,e researc,( e2aminin" ,ow educational institutions can encoura"e students alon" t,eir e-.ortfolio Bourne/ &/ em.,asi1in" t,e &enefit of its on"oin" use &e/ond an assi"nment in a s.ecific course

E-Portfolios and Education

5Cillis( 8ravestoc3 9 7en3ins( )** 6$ C,au and C,en" 5)*1*6 identified student concern wit, t,e tec,nolo"ical difficult/ of usin" e-.ortfolios$ -t is .aramount t,at educators and institutions ensure t,at students are well su..orted t,rou",out t,e .rocess of en"a"in" wit, e-.ortfolio a..lications$ Students will &e more li3el/ to enBo/ creatin" e-.ortfolios if t,e/ ,ave ade0uate access to su..ort and t,e/ understand t,e &enefits for t,eir future em.lo/ment o..ortunities as a result of t,eir e-.ortfolio creation$ Ac,ievements will &e ,i",li",ted and t,e s3ills t,e/ can demonstrate as a result of t,e tas3s t,e/ are re0uired to com.lete w,en &uildin" t,eir e-.ortfolios will &e a..ealin" to future em.lo/ers 57afari( )**!6$ Bolli"er and S,e.,erd 5)*1*6 and Cam&rid"e 5)**'6 e2amine student .erce.tions of e-.ortfolio use in t,eir studies and demonstrate t,at t,ere is an a..reciation amon" t,e students surve/ed t,at su..orts t,e conce.t of e-.ortfolios assistin" wit, ma3in" t,eir educational e2.eriences more ,olistic$ Strivin" to create more ,olistic educational .ro"rams t,at allow students to s,owcase t,eir varied talents will ultimatel/ create a learnin" environment t,at is not onl/ more enBo/a&le for students and facult/( &ut will also result in more well-rounded students "raduatin" from our universities$ T,e over arc,in" similarit/ amon" t,e articles is t,at t,e/ all ar"ue t,at e.ortfolios contri&ute .ositivel/ to lifelon" learnin" and allow o..ortunities for em.lo/ers to easil/ view a .ros.ective em.lo/eeDs ac,ievements and a&ilities$ T,e/ all review c,allen"es in t,e transfera&ilit/ of e-.ortfolio com.onents and it is essential t,at institutions consider t,e limitations in,erent in an/ a..lication &efore t,e/ c,oose it$ C,ile all of t,e studies identif/ similar &enefits and c,allen"es in t,e use of e.ortfolios( t,e main differences amon" t,em lie in t,eir met,odolo"ies and locations$

E-Portfolios and Education 10 Buildin" on 7afariDs 5)**!6 ar"ument t,at wides.read acce.tance of e-.ortfolio use is attaina&le onl/ if t,ere is "reater transfera&ilit/ amon" institutions and users( it is .ossi&le to su""est t,at e-.ortfolio use could &e dramaticall/ e2.anded if a movement toward usin" it as a re0uirement for entr/ into .ost-secondar/ institutions and for em.lo/ment a..lications &ecame t,e standard$ As wit, all new tec,nolo"ies( time is re0uired to test t,e .rocess and &uild confidence amon" t,e users$ A .ro.osal for a standardi1ed a..lication format for .ostsecondar/ use mi",t include com.onents similar to a resume wit, sections suc, as academic ac,ievements( certifications( .ersonal interests( creative ac,ievements( .u&lications( em.lo/ment ,istor/( s.ecial s3ills and life "oals$ 2.1., I)plications for Traditional $ducation '(ste)s

T,e researc, ,i",li",ts t,e &enefits for t,e incor.oration of e-.ortfolio use in .ost-secondar/ instituions$ -n order for t,is emer"in" tec,nolo"/ to &e used effectivel/( students and facult/ re0uire su..ort t,at can &e au"mented wit, a .rocess of standardi1ation in t,e tec,nolo"ical communit/ of w,at com.onents are routinel/ included in an e-.ortfolio 5Cam&rid"e( )*1)6$ -t is also im.erative t,at .olic/ ma3ers and educational leaders,i. ma3e tec,nolo"/ incor.oration an essential area of future .lannin" for traditional education .ro"rams$ T,is can &e accom.lis,ed t,rou", advocatin" for a common lan"ua"e for e-.ortfolio a..lications and re0uirements for t,eir use for universit/ acce.tance and em.lo/ment success 57o/es( 8ra/ and 4artnell-:oun"( )*1*6$ As t,e studies in t,is review ,i",li",t student concerns wit, t,e tec,nolo"ical s3ills re0uired to &uild an e-.ortfolio( institutions can overcome t,is c,allen"e &/ im.lementin" a re0uired online tutorial course t,at ta3es students t,rou", t,e tec,nical elements of e-

E-Portfolios and Education 11 .ortfolio use suc, as em&eddin" video and music( u.loadin" ima"es and documents and desi"nin" various com.onents suc, as colour sc,emes and la/outs$ T,e wide variet/ of "eo"ra.,ic locations included in t,is review .rovides su..ort for t,e "enerali1a&ilit/ of t,e collective findin"s to ot,er cultures suc, as settin"s &ased in %ort, America 5R/an( Cou",lan and Cronin( )**>6$ T,e findin"s from t,ese seven .rimar/ studies could &e a..lied to education .ro"rams ,ere in Britis, Colum&ia and educators s,ould &e encoura"ed to em&race t,e use of e-.ortfolio a..lications to en,ance learnin" e2.eriences( &uild colla&oration( e2.and creativit/ and en,ance t,e future em.lo/a&ilit/ of t,e students in t,eir classrooms$ 2.1." Conclusion and Reco))endations for -uture Research Students re.ort tec,nolo"ical c,allen"es wit, e-.ortfolio use w,ile t,e/ re.ort enBo/in" t,e creative o..ortunities afforded t,em w,ile en"a"in" in t,e .rocess 5S,e.,erd 9 Bolli"er( )*116$ A universal framewor3 for e-.ortfolio use would &enefit its users and assist in wider use amon" .ost-secondar/ institutions$ -t is essential for e.ortfolio use to t,rive( t,at a common s/stem for t,eir creation wit, standardi1ed elements &e ado.ted amon" t,e academic communit/ to allow for transfera&ilit/ amon" users and &roader understandin" amon" t,ose w,o view t,em 5C,at,am-Car.enter( Seawel 9 Rasc,i"( )*1*6$ T,e aut,ors su""est several recommendations for future researc, on t,e use of e.ortfolio a..lications in education includin" documentation on t,e s.ecific merits and ca.a&ilities of different a..lications t,at will allow institutions and t,eir educators to ma3e informed c,oices a&out w,ic, .roducts to use 5C,at,am-Car.enter( Seawel and Rasc,i"( )*1*6$ As t,is .a.er and 7o/es( 8ra/ and 4artnell-:oun" 5)*1*6 su""est( it is

E-Portfolios and Education 12 crucial an overarc,in" framewor3 for t,e effective use of e-.ortfolios &e crafted to ensure institutions( educators and students full/ reali1e t,e &enefits of usin" e-.ortfolio a..lications$ A final su""estion for furt,er researc, is to com.are researc, on e-.ortfolio use around t,e world in an effort to develo. a more com.re,ensive awareness of t,e .otential for creative uses of e-.ortfolios 5Cam&rid"e( )**'6$

E-Portfolios and Education 13 References A&rami( P$ 9 Barrett( 4$ 5)**56$ #irections for researc, and develo.ment on electronic .ortfolios$ Canadian Journal of Learning and Technology. 315+6( 1E1*$ Retrieved from ,tt.:FFwww$cBlt$caFinde2$.,.FcBltFarticleFviewArticleFG) Arvidson( P$ 5)*116$ E-.ortfolios in a li&eral studies .ro"ram: An e2.eriment in sustaina&ilit/$ -n H$ Bartels 9 H$ Par3er 5Eds6( Teaching Sustainability/Teaching Sustainably 5..$ 1 1-1>>$ Sterlin"( @A: St/lus$ Bolli"er( #$ 9 S,e.,erd( C$ 5)*1*6$ Student .erce.tions of ePortfolio inte"ration in online courses$ Distance Education, 315+6( )G5E+1!$ Retrieved from ,tt.:FFwww$tandfonline$comFdoiF.dfF1*$1*'*F*15'>G1G$)*1*$51+G55 Cam&rid"e( #$ 5)**'6$ Audience( inte"rit/( and t,e livin" document: eFolio Iinnesota and lifelon" and lifewide learnin" wit, ePortfolios$ Com uters and Education. !15)**'6 1))>-1)! $ Retrieved from ,tt.:FFwww$sciencedirect$comFscienceF articleF.iiFS*+ *1+15*>**1!55 Cam&rid"e( #$ 5)*1)6$ E-.ortfolios: "o &i" or "o ,ome$ ED"C#"SE $e%ie&, '(5)6( 5)-5+$ Retrieved from ,tt.:FFwww$educause$eduFeroFarticleF e-.ortfolios-"o-&i"-or-"o-,ome$ C,at,am-Car.enter( A$( Seawel( L$( 9 Rasc,i"( 7$ 5)**G6$ Avoidin" t,e .itfalls: Current .ractices and recommendations for ePortfolios in ,i",er education$ Journal of Educational Technology Systems( 3)5!6( !+>E!5 $ Retrieved from ,tt.:FF&a/wood$meta.ress$comFinde2F*G7+H5)5+1>'1 *'$.df C,au( 7$ and C,en"( 8$ 5)*1*6$ Towards understandin" t,e .otential of e-.ortfolios for inde.endent learnin": A 0ualitative stud/$ #ustralasian Journal of Educational

E-Portfolios and Education 14 Technology, *+5>6( G+)-G5*$ Retrieved from ,tt.:FFwww$ascilite$or"$auFaBetF aBet) Fc,au$,tml 7afari( A$ 5)**!6$ T,e ;stic3/< e.ortfolio s/stem$ ED"C#"SE $e%ie&, 3,5!6( +'-!G$ Retrieved from ,tt.:FFwww$educause$eduFeroFarticleF;stic3/<-e.ortfolios/stem-tac3lin"-c,allen"es-and-identif/in"-attri&ute 7o/es( 8$( 8ra/( L$( 9 4artnell-:oun"( E$ 5)**G6$ Effective .ractice wit, e-.ortfolios: 4ow can t,e ?H e2.erience inform .ractice$ Same laces, different s aces( !' E !G5$ Retrieved from ,tt.:FFwww$ascilite$or"$auFconferencesFauc3land*GF .rocsFBo/es$.df R/an( F$( Cou",lan( I$ 9 Cronin( P$ 5)**>6$ Ste.-&/-ste. "uide to criti0uin" researc,$ Part ): Jualitative researc,$ -ritish Journal of .ursing, 1+51)6( >+'>!!$ S,e.,erd( C$ E$( 9 Bolli"er( #$ ?$ 5)*116$ T,e effects of electronic .ortfolio tools on online studentsD .erceived su..ort and co"nitive load$ The /nternet and 0igher Education( 1'5+6( 1!)E1!G$ doi:1*$1*1 FB$i,educ$)*11$*1$**) Cillis( 4$( 8ravestoc3( P$( 9 7en3ins( I$ 5)** 6$ T,rowin" a .e&&le into t,e .ond: E.ortfolios and student en"a"ement$ 1roceedings of the *3rd annual ascilite conference2 3ho4s learning5 3hose technology5( ''5E'''$ Retrieved from ,tt.:FFresources$"los$ac$u3Fs,areddataFdmsF)AGAEA#'BC#!)A*+G1#CB+E## FE' ! $.df

#ppendices

E-Portfolios and Education 15 #ppendi. # A$1 Literature Review Article Summar/ Ta&les Table 1 #rticle /1 0 er ie! 'u))ar(- Cillis( 8ravestoc3( 9 7en3ins 5)** 6 1ho2 &articipants: Ei",t first /ear students and si2 final /ear students from t,e ?niversit/ of 8loucesters,ire( ?H Ps/c,olo"/ #e.artment Researchers: Cillis( 8ravestoc3( 9 7en3ins 1hat2 Jualitative stud/ usin" interview re.orts on im.lications of t,e use of e-.ortfolios for studentsD learnin" 9 student en"a"ement 1hen2 Pu&lis,ed )** T,e aut,ors do not state w,en t,e researc, was conducted 1here2 ?H 1h(2 T,e ?niversit/ of 8loucesters,ire was considerin" t,e use of an e-.ortfolio for its Personal #evelo.ment Plannin" re0uirement su..ort Table 2 #rticle /2 0 er ie! 'u))ar(- Cam&rid"e 5)**'6 1ho2 &articipants: !'> eFolio Iinnsota users Researcher: Cam&rid"e 1hat2 Jualitative mi2ed met,ods stud/: surve/ 9 interviews on eFolio Iinnesota 1hen2 Summer )**! 1here2 ?SA 1h(2 To see ,ow well an e-.ortfolio .ro"ram is wor3in" for its users and to assess w,at ot,er .ossi&ilities e2ist for its wider use 4ow does t,is .ro"ram en,ance learnin" and ena&le students to e2.and t,eir tec,nolo"ical ,ori1ons

Table 3

E-Portfolios and Education 16 #rticle /3 0 er ie! 'u))ar(-Bolli"er 9 S,e.,erd 5)*1*6 1ho2 &articipants: !* students from t,e ?niversit/ of C/omin" Researchers: Bolli"er and S,e.ard 1hat2 Ii2ed met,ods stud/ loo3in" at student .erce.tions of e-.ortfolio use wit, 0ualitative anal/sis usin" t,eme codin" from studentsD .ersonal reflections 1hen2 )**G 1here2 ?SA 1h(2 E2.lored studentsD .erce.tions re"ardin" t,e inte"ration of ePortfolios into t,eir course of stud/ Table , #rticle /, 0 er ie! 'u))ar(% C,at,am-Car.enter( Seawel 9 Rasc,i" 5)*1*6 1ho2 &articipants: !+ res.ondents from ,i",er education institutions Researchers: C,at,am-Car.enter( Seawel 9 Rasc,i" 1hat2 Jualitative surve/ researc, 1hen2 S.rin" )**G 1here2 Conducted in ?SA -ncluded +1 institutions from ?SA( + from Canada( + from %ew Kealand( ) from Australia( ) from t,e ?H( and ) from t,e %et,erlands 1h(2 To learn more a&out t,e .redominant uses of e-.ortfolios in institutions of ,i",er learnin" t,e c,allen"es faced w,en im.lementin" e.ortfolio use t,e considerations t,at s,ould &e addressed t,e im.lementation .rocess

E-Portfolios and Education 17 Table " #rticle /" 0 er ie! 'u))ar(% C,au 9 C,en" 5)*1*6 1ho2 &articipants: + C,inese under"raduate students at T,e 4on" Hon" Pol/tec,nic ?niversit/ Researchers: C,au 9 C,en" 1hat2 Jualitative stud/ usin" interview data coded for t,emes 1hen2 S.rin" )**G 1here2 C,ina 1h(2 To e2amine t,e .otential and identif/ t,e c,allen"es of su..ortin" e- .ortfolio-mediated inde.endent learnin" Table 3 #rticle /3 0 er ie! 'u))ar(% 7o/es( 8ra/ 9 4artnell-:oun" 5)*1*6 1ho2 &articipants: @arious ?H ?niversities Researchers: 7o/es( 8ra/ 9 4artnell-:oun" 1hat2 Ii2ed met,ods stud/ Anal/sis and codin" of various sources of evaluation 1hen2 Pa.er .resented at conference )**G 1here2 ?H 1h(2 #escri&es efforts of a ?H or"ani1ation t,at assists colle"es and universities wit, im.lementation of e-.ortfolio use for facult/ and students Table 4 #rticle /4 0 er ie! 'u))ar(% S,e.,erd 9 Bolli"er 5)*116 1ho2 &articipants: !+ universit/ students Researchers: S,e.,erd 9 Bolli"er 1hat2 Ii2ed met,ods: surve/ and discussion .osts 5t,emes and codin"6 1hen2 )**G 1here2 ?niversit/ of C/omin" 1h(2 E2amined ,ow e-.ortfolios affect co"nitive load and student .erce.tions of su..ort